Abstract:

The faculty-led Pedagogical Journal Club (PJC) initiative was launched at Elizabeth City State University (ECSU) in 2018. The initiative was funded through the National Science Foundation under its Historically Black College and University-Undergraduate Program (HBCU-UP). A total of 15 faculty members have successfully implemented pedagogical strategies in their classrooms since its inception. The overreaching goal of the PJC was to transform institutional learning in science, technology, engineering, and mathematics (STEM) disciplines to significantly increase the faculty involvement that promotes collaborative and inclusive teaching practices through collaborative pedagogical strategies. These activities have helped faculty members to develop research literacy, and evidence-based practices, stimulate academic debate and establish interdepartmental, social, and professional networking. At the end of each academic year, PJC faculty participants made presentations that included a moment of reflection and introduction of the topic followed by discussion, dialogue, and feedback from the other participants and faculty members.

The general discussion and communications among the participants focused primarily on student motivation, persistence, and retention in STEM disciplines as well as successes and continuing challenges. Faculty participants across various PJC cohorts agreed that the most important areas of focus should be on increasing underrepresented STEM graduates. In this regard, major factors (Institutional, Student, Faculty, and Others) impeding student interest, success, and persistence in STEM programs were mentioned. INSTITUTIONAL FACTORS - academic Advising, student course load, blending pedagogy, responsiveness to the changing needs of students, provision of the orientation program, adoption of early warning systems, creation of student learning communities, collaborative and outreach programs, etc. STUDENT FACTORS - mathematics proficiency, study habits/, freshmen academic engagement, peer-mentoring programs, time management skills, motivation and self-efficacy, unstable living conditions, anxiety due to pandemic and loneliness, existing mental and physical health issues, racial unrest, food insecurity, economic recession, etc. FACULTY FACTORS - professional development, course redesign, training for faculty advisors, emotional intelligence, resilience, continuous learning, creativity, critical thinking, faculty incentive, tutoring, individualized feedback, research growth, revisiting assessments, technology support, access, etc.

The detailed PJC topics, pedagogical models adopted by faculty, faculty experiences, reflections, strategies for inclusive teaching, and implementation in classroom setting will be discussed in the final paper.

Keywords:

Pedagogy, STEM Teaching and Learning, Collaborative Teaching, Resilient Teaching.